How Rural Teachers Navigate Generative AI: A Narrative Inquiry with Two Primary School Educators in Guangdong, China

Abstract

Against the backdrop of the technological wave and the strategic push for a "Digital Strong Province", generative artificial intelligence (Gen AI) is profoundly impacting educational practice, presenting new challenges, particularly to the professional competence of rural teachers. This study employs a narrative research approach, using in-depth interviews to delineate the complete journey of "encounter" and "adaptation" with Gen AI experienced by two rural primary school mathematics teachers. The findings reveal that teachers' technology integration is not a linear process of adoption but rather a highly contextualized, continuously evolving practice of "self-adaptation". Specifically, Teacher A exemplifies a path of "internally-driven exploration and pedagogical innovation", proactively integrating technology into teaching to stimulate students' higher-order thinking while simultaneously engaging in ethical reflection. In contrast, Teacher B follows a path of "externally-triggered pragmatism and efficiency optimization", guided by the aim to solve specific teaching pain points, and carefully weighs technological barriers against efficiency gains. Despite their divergent paths and foci, both teachers face the tension between individual agency and insufficient structural support, exposing the existing "fractures" in the current teacher support system regarding its precision, continuity, and systematic nature. Consequently, this study argues that fostering the digital literacy of rural teachers urgently requires a shift from providing standardized training towards constructing an ecological support system capable of responding to differentiated needs, offering sustained, scenario-based support, and ultimately empowering teachers' professional growth.